ESL Grade 1 Quarter 3 TWO WEEKS AT A GLANCE
Background: Two-Weeks at a Glance (TWAG) Outlines
● Beginning in the 2016-17 school year the ELA K-5 SCS curriculum maps will include six or more “TWAG outlines” throughout the year in each grade. ESL has opted to develop TWAGs for the entire year, digging deeply into a high-quality, complex anchor text from the Journeys series in order to build student knowledge around the topic of the story. By studying a high-leverage topic over two weeks, students will have more opportunities to grow their knowledge and vocabulary, while simultaneously building their literacy skills. It is important to note that while the map will skip some texts in Journeys to build in time for the TWAG outlines, teachers should continue with the foundational skills strand as outlined in the text and the maps. The foundational skills strand follows a systematic, research based progression, and it is highly recommended that teachers use that progression to guide their instruction. TWAG outlines were developed by SCS teachers and coaches in partnership with Student Achievement Partners and other districts across the country.
How to Use the Literacy Curriculum Maps
Our collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.
This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:
(1) Regular practice with complex text and its academic language.
(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.
(3) Building knowledge through content-rich nonfiction.
Elements of Lesson Planning with Attention to Language:
Effective lesson planning for ELLs begins with, and includes all 6 of the following components (in no particular order):
● Identify student’s language strengths and other assets using WIDA’s CAN DO philosophy.
● Attend to sociocultural contexts of language use.
● Create contexts for meaningful use of language.
● Recognize language development processes (current proficiency level within a domain and context).
● Identify language embedded in content standards (Features of Academic Language).
● Use language supports (e.g., word banks, sentence frames, and/or paragraph models).
● Incorporate all 4 language domains (listening, reading, speaking, writing).
Using the WIDA MPIs
● WIDA English Language Development (ELD) standards and links to Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.
● Used in conjunction with a WIDA Can Do Name Chart and WIDA Can Do Key Uses booklet found within the ESL Teacher notebook, the ESL teacher can also discuss reasonable expectations for each ELL with classroom teachers for mainstream classroom instruction.
Sample MPI for grade 1 Reading for Information Model Performance Indicators (MPIs)
Reading for Information #1Ask and answer questions about key details in a text.
Reading / Level 1: Entering / Level 2: Emerging / Level 3: Developing / Level 4: Expanding / Level 5: Bridging
Identify answers to yes/no or WH- questions about informational text with labeled visual support.
/ Answer questions about key details from illustrated informational texts written in repetitive sentence patterns with labeled visual support.
/ Ask and answer questions about key details in illustrated texts written in simple and compound sentence structures while working with a partner.
/ Ask and answer questions about key details in illustrated/non-illustrated texts written in compound sentence structures while working with a partner.
/ Ask and answer questions about key details in a text written in compound and complex sentence structures while working with a partner.
Using the Curriculum Maps, Grade K-5 ESL TWAG
1. Begin by examining the selected text(s). Read the text carefully and consider what topic or content students should learn from reading the text. Then, review the aligned essential question and culminating task your topic focus for the week. Review the target Reading Foundational Skills resources to internalize the weekly outcomes for students. At this grade band, foundational skills and language comprehension are of equal importance and need to be addressed fully every day.
*Locate the TDOE Standards and related MPIs at the end of each week. Analyze the language of the standards and consider how the text supports the listed reading standards. Note that Reading Anchor Standard 1 and Reading Anchor Standard 10 should be addressed every week, as students should consistently be reading rigorous grade-level texts and citing evidence when writing or speaking about the text:
▪ CCR Reading Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
▪ CCR Reading Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently.
2. Consult your Journeys Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.
3. Plan your weekly and daily objectives, using the Model Performance Indicators (MPIs) as a guide. Be sure to plan your own objectives to meet the needs of your students. As a reminder, while lesson and unit objectives should be aligned to grade-level standards, standards and objectives are not synonymous and standards mastery develops over time (not in a single lesson). Consistent with Teach 1-4 of the TEM, teachers/teams are expected to carefully develop literacy learning objectives that carefully consider the text, target (standard, objective), task, and learner (including assessment of/for learning).
4. Study the suggested culminating activity at the end of each week, and match them to your objectives. Consider how tasks best target the essential question and content for the week, as well as alignment to standards. Develop a writing rubric, which encompasses weekly skills students are required to display within their writing (vocabulary, grammar, syntax, etc.)
5. When planning for the reading of a text, plan the questions you will ask each day using these three types of questions: those that derive general understanding, those that address craft and structure, and those that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to better understand the text and lead to success on your selected performance assessments. They should also build toward your essential question. Remember at this grade band, complex texts need to be addressed through a read aloud or shared reading, as students have not fully mastered decoding skills well enough to tackle complex text on their own.
6. Examine the other standards and skills you will need to address—writing, language skills, and speaking and listening skills. Review the suggested vocabulary for explicit instruction as listed in the map in addition to the words you choose for your ELLs.
7. Consider how you will support building student knowledge through supplemental reading, content, research, and/or writing around the topic for the week. Review how the two weeks work together to build knowledge by previewing suggested (linked) resources.
Remember to include differentiated activities for small group instruction and literacy stations- based on MPIs and student English Language Proficiency. Reference “SWAG” documents for resources within literacy work stations.
Please reference the ESL K-5 Lesson Plan template for assistance in arranging Literacy Stations during week 1 and Text Stations during week 2 for each TWAG.
The following cross-reference to SCS ELA curriculum is provided to assist in making decisions about how best to use this ESL curriculum document in conjunction with ELA. Realizing that ESL students benefit from more time to develop knowledge of vocabulary and concept development within a particular topic, ESL teachers are advised to use the TWAG format to assist in doing so.
English Language Arts Q3 ESL Quarter 3
Weeks 1 & 2 / Let’s Go to the Moon (TWAG) / Weeks 1 & 2 / Astronauts (Let’s Go to the Moon)Week 3 / The Big Trip
Week 4 / Where does food come from? / Weeks 3 & 4 / Agriculture (Where does food come from?)
Week 5 / Tomas Riveria
Week 6 / Amazing Whales / Weeks 5 & 6 / What grows in a garden? (Frog & Toad together)
Week 7 / The Garden / Weeks 7 & 8 / Amazing Animals
Weeks 8 & 9 / Amazing Animals (TWAG) / Week 9 / Formative Assessment
Grade 1 weeks 1-2 ______Astronauts ______
Essential Question: What can we learn about astronauts from One Giant Leap or Let’s Go to the Moon?Standards
List Reading and Writing standards related to the texts, questions & tasks.
WIDA SIL, LoLA, LOS / MPI Livebinder
RI1.1 Ask and answer questions about key details in a text.
RI1.7 Use the illustrations and details in a text to describe its key ideas.
RI1.10 With prompting and support, read informational texts appropriately complex for grade 1.
RF1.2a Distinguish long from short vowel sounds in spoken single-syllable words.
RF1.3b Decode regularly spelled one-syllable words.
RF1.3g Recognize and read grade-appropriate irregularly spelled words.
SL1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
SL1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
SL1.6 Produce complete sentences when appropriate to task and situation.
W1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
W1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
L1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships
Science Strand 6- Earth and Space Science features of the day and night sky
Read Aloud
● Text based comprehension
● Text based discussion / RI1.1 One Giant Leap Unit 4 p T14-15
What was Apollo 11? What does One Giant Leap mean?
Main Selection (Read Aloud)
● Text based comprehension
● Text based discussion
(Whole and Small Group) / RI1.7, RI1.10, SL1.1 Let’s Go to the Moon. P16-36 Informational Text 440L H
1. Why are space suits important? P 20
2. What do astronauts do with space tools? P25
3. P 26 What words in the sentence help us know what a lunar rover is?
4. What can we learn from the photographs of the moon?
Building Knowledge
● Read Aloud
● Leveled readers
● Paired Text (Read Together)
● Supplemental Materials
(Whole and Small Group) / Science Strand 6: Background building video clip- Eileen Collins Astronaut; NASA space suits video
Language Support Card 16
Model or picture of earth, sun, moon to show rotations.
Exemplar Text on video: Owl and the Moon by Lobel
ELL Content Reader: Where is the Sun?
Vocabulary
Drawn from the texts / L1.6 think, before, light, carry, bring, around, astonishing, examine, explore, shadowy, astronaut, space suit, flight,
Foundational Skills
● Phonemic Awareness
● Concepts of Print
● Fluency
● Word Work
- Phonics and high frequency words
● Decoding/Encoding / Follow the daily Phonics and Fluency sequence of activities RF1.2a, RF1.3b, RF1.3g
CV, CVCe words long o, long u
High Frequency Words: around, bring, show, because, carry, think, before, light
Decodable Reader, Go Jones Go.
Language/ Syntax
● Spelling and Grammar / SL1.1, SL1.6, L1.6 Follow the daily Grammar and Spelling sequence of activities: Questions
English Language Development: Students will ask and answer questions about astronauts and the moon, using question stems. (What do____? Why do____? How do___?)
Writing
● Response to text
● Culminating task
Aligned with the EQ and topic / W1.8 1. Make a 4-square chart for Moon. Use Let’s Go to the Moon to fill in these facts: What is there? What do astronauts wear on the moon? What do astronauts do on the moon? What is different about the moon and earth?
2.Make a model of the sun, earth and moon that rotates, using cardstock and brads. See enchantedlearning.com. Write questions on index cards about your model. (What is biggest? What goes around the earth? What goes around the sun?) Write answers on back of card.
Grade 1 Weeks 1-2 ______Astronauts______
Week2Essential Question: What do astronauts tell us about the sky, earth, sun and moon?
Standards
List Reading and Writing standards related to the texts, questions & tasks.
WIDA SIL, LoLA, LOS / MPI Livebinder
RI1.1 Ask and answer questions about key details in a text.
RI 1.7 Use the illustrations and details in a text to describe its key ideas.
RI1.10 With prompting and support, read informational texts appropriately complex for grade 1.
RF1.3b Decode regularly spelled one-syllable words.
RF1.3c Decode Long e words and vowel team words.
RF1.3g Recognize and read grade-appropriate irregularly spelled words.
SL1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
SL1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
SL1.6 Produce complete sentences when appropriate to task and situation.
W1.3Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
W1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
L1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships
Science Strand 6- Earth and Space Science features of the day and night sky
Read Aloud
● Text based comprehension
● Text based discussion / RI1.1 Paired Text: Mae Jemison p 40-46 Biography Lexile Level 480 I 1. P. 40-41 Where is Mae Jemison? 2. Why is she in space?
RL 1.1 Exemplar Text: video ebook: Kitten’s First Full Moon.
Main Selection
● Text based comprehension
● Text based discussion / RI1.1 On the Moon. Reading A-Z Level F See Lesson Guide.
Building Knowledge
● Read Aloud
● Leveled readers
● Paired Text (Read Together)
● Supplemental Materials
(Whole/Small Group, Independent work) / RI1.1, RI1.10, SL1.4 ELL Reader: Seasons of the Year. Level I See ELL Lesson Planning Guide
Vocabulary eReader: Living and Working in Space
ELL Content Reader: Night Lights
Vocabulary
Drawn from the texts / L1.6 footprints, craters, gravity, reflection, spring, summer, fall, winter, warm, cool
Foundational Skills
● Phonemic Awareness
● Concepts of Print
● Fluency
● Word Work
- Phonics and high frequency words
● Decoding/Encoding / RF1.3b, RF1.3c, RF1.3g Follow the daily Phonics and Fluency
Long e (ea, e, e_e, ee)
Words ending with ng, nk
Phonogram –ink
Fluency Phrasing/punctuation
High Frequency words: by, sure, could, don’t, car, about, maybe, sentence, question, compare, contrast
Language/ Syntax
● Spelling and Grammar / L1.6 Follow the daily Grammar and Spelling sequence of activities: Compound sentences
English Language Development: Students will repeat the new compound sentence when they combine sentence stems with and, or, or but.
Writing
● Response to text
● Culminating task
Aligned with the EQ and topic / W1.1, W1.3; What if you were an astronaut? 1. Fold drawing paper in half. Use Living and Working is Space to draw one picture of how astronauts travel to the moon; draw another showing what the moon is like when an astronaut gets there. Label. 2. Complete a bubble-map showing what you would see and do on the moon. Use a topic sentence and details from your bubble map to write about what the astronauts in the text see when they go to the moon.
ESL Supplemental Work Station and Gradual Release Template